Class agreements as implementation of positive discipline in elementary schools

To create a conducive teaching and learning process, support is needed from all parties involved. One of the parties directly involved in the teaching and learning process is teachers and students, so both need to establish a good relationship so that learning is safe, comfortable, and enjoyable. Therefore, there needs to be an agreement between teachers and students which is a reference in implementing discipline during the teaching and learning process. This study aims to describe the implementation of positive discipline through class beliefs and class agreements in elementary schools. This study is qualitative research with data collection in the form of interviews, observations, and documentation. The data sources for this study are the teacher elementary school whose members of the Program Sekolah Penggerak Batch 3 Magelang City. Data analysis in this study includes data reduction, data presentation, and conclusion. The results of the study indicate that the implementation of positive discipline through class beliefs and agreements in elementary schools has proven effective in conditioning students during class, both in terms of learning discipline and in terms of other disciplines in class. The implementation of positive discipline through class agreements raises student self-awareness to comply with what has been agreed upon in class. This is because class agreements also function as a result of class beliefs.